Anna Eckerdal
Professor vid Institutionen för informationsteknologi; Vi3; Datavetenskapens didaktik
- Telefon:
- 018-471 78 94
- E-post:
- anna.eckerdal@it.uu.se
- Besöksadress:
- Hus 10, Regementsvägen 10
- Postadress:
- Box 337
751 05 UPPSALA
- Akademiska meriter:
- Docent, Excellent lärare
- CV:
- Ladda ned CV
Kort presentation
Anna Eckerdal is Professor in Computing Education Research and member of the Uppsala Computing Education Research Group, UpCERG
Nyckelord
- upcerg
- brain imaging
- computing education research
- qualitative research
- learning in the lab
- phenomenography
- variation theory
Biografi
Dr. Eckerdal received her MSc and PhD from Uppsala University, Sweden. Eckerdal's research has focused on how programming students learn concepts and practical skills in the lab, but include research e.g. on computing at school, threshold concepts in computer science, how academics and students perceive MOOCs, and how students learn software design.
Eckerdal has received research grants from The Swedish Research Council and ACM SIGCSE. Her last project focused on novice programming students' learning, with data from lab sessions and brain imaging of students solving programming problems. In the project researchers from computing education, education, and neuro science collaborated.
Eckerdal is active in the international research community. She has been serving on the programme and organising committees of several major conferences, initiating long standing research collaborations Sweden Group, and has invited a number of international known researchers to UpCERG. Eckerdal has more than 60 publications.
Eckerdal has served on the IT department board, as member of the Uppsala University Academic Senate, and Uppsala University's strategic e-learning group. Eckerdal is currently the coordinator of the Centre for Discipline-Based Education Research in Mathematics, Engineering, Science and Technology at the Faculty on Science and Technology at Uppsala University, www.mint.uu.se.
Publikationer
Senaste publikationer
From Assistance to Misconduct: Unpacking the Complex Role of Generative AI Use in Student Learning
Ingår i IEEE Explore, 2024
Pseudocode: scaffolding student object-oriented software design
Ingår i Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, s. 1-2, 2023
Block and Text Programming in Swedish High School: What do students know on their first day?
Ingår i 2022 IEEE Frontiers in Education Conference (FIE), 2022
Students' learning process in the computer laboratory
Ingår i 2022 IEEE Frontiers in Education Conference (FIE), 2022
Copying Can Be Good: How Students View Imitation as a Tool in Learning to Program
Ingår i 2020 IEEE Frontiers in Education Conference (FIE), 2020
Alla publikationer
Artiklar i tidskrift
Analysis of students’ learning of computer programming in a computer laboratory context
Ingår i European Journal of Engineering Education, s. 769-786, 2019
In the liminal space: Software design as a threshold skill
Ingår i Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, s. 333-351, 2017
Why computing students learn on their own: Motivation for self-directed learning of computing
Ingår i ACM Transactions on Computing Education, 2016
Relating theory and practice in laboratory work: a variation theoretical study
Ingår i Studies in Higher Education, s. 867-880, 2015
Report on the final BRACElet workshop: Auckland University of Technology, September 2010
Ingår i Journal of Applied Computing and Information Technology, 2011
Variation theory applied to students' conceptions of computer programming
Ingår i European Journal of Engineering Education, s. 339-347, 2009
Computer Science Student Transformations: Changes and Causes
Ingår i SIGCSE Bulletin inroads, s. 181-185, 2009
Ingår i SIGCSE Bulletin inroads, s. 156-173, 2009
Liminal spaces and learning computing
Ingår i European Journal of Engineering Education, s. 383-391, 2009
Learning computer science: Perceptions, actions and roles
Ingår i European Journal of Engineering Education, s. 327-338, 2009
Student Understanding of Object-Oriented Programming as Expressed in Concept Maps
Ingår i SIGCSE Bulletin inroads, s. 332-336, 2008
Learning educational research methods through collaborative research: the PhICER initiative
Ingår i Australian Computer Science Communications, s. 35-42, 2008
Threshold Concepts in Computer Science: Do they exist and are they useful?
Ingår i SIGCSE Bulletin inroads, s. 504-508, 2007
Successful Students' Strategies for Getting Unstuck
Ingår i SIGCSE Bulletin inroads, s. 156-160, 2007
Putting Threshold Concepts into Context in Computer Science Education
Ingår i SIGCSE Bulletin inroads, s. 103-107, 2006
Categorizing student software designs: Methods, results, and implications
Ingår i Computer Science Education, s. 197-209, 2006
Ingår i Computer Science Education, s. 185-195, 2006
Can Graduating Students Design Software Systems?
Ingår i SIGCSE Bulletin inroads, s. 403-407, 2006
Students designing software: a multi-national, multi-institutional study
Ingår i Informatics in Education. An International Journal, s. 143-162, 2005
Novice Java Programmers' Conceptions of "Object" and "Class", and Variation Theory
Ingår i SIGCSE Bulletin inroads, s. 89-93, 2005
Doktorsavhandlingar, sammanläggning
Kapitel i böcker, delar av antologi
Threshold Concepts in Computer Science: an ongoing empirical investigation
Ingår i Threshold Concepts and Transformational Learning, s. 241-258, Sense Publishers, 2010
Threshold Concepts in Computer Science: a multinational empirical investigation
Ingår i Threshold Concepts within the Disciplines, s. 105-118, Sense Publishers, 2008
Konferensbidrag
From Assistance to Misconduct: Unpacking the Complex Role of Generative AI Use in Student Learning
Ingår i IEEE Explore, 2024
Pseudocode: scaffolding student object-oriented software design
Ingår i Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, s. 1-2, 2023
Block and Text Programming in Swedish High School: What do students know on their first day?
Ingår i 2022 IEEE Frontiers in Education Conference (FIE), 2022
Students' learning process in the computer laboratory
Ingår i 2022 IEEE Frontiers in Education Conference (FIE), 2022
Copying Can Be Good: How Students View Imitation as a Tool in Learning to Program
Ingår i 2020 IEEE Frontiers in Education Conference (FIE), 2020
Learning to program hands-on: a controlled study
Ingår i Proceedings of the 20th Koli Calling International Conference on Computing Education Research November 2020 November 2020, s. 1-10, 2020
Inferential statistics in computing education research: A methodological review
Ingår i Proc. 15th International Computing Education Research Conference, s. 177-185, 2019
Copying can be good: How instructors use imitation in teaching programming
Ingår i Proc. 24th Conference on Innovation and Technology in Computer Science Education, s. 450-456, 2019
How Statistics Are Used in Computing Education Research
Ingår i ITiCSE 2018, s. 381-381, 2018
Measuring programming knowledge in a research context
Ingår i Proc. 48th ASEE/IEEE Frontiers in Education Conference, 2018
Student software designs at the undergraduate midpoint
Ingår i ITiCSE '17, s. 34-39, 2017
Examining manual and semi-automated methods of analysing MOOC data for computing education
Ingår i Proc. 17th International Conference on Computing Education Research, s. 153-157, 2017
Folk Pedagogy: Nobody doesn't like active learning
Ingår i Proc. 13th International Computing Education Research Conference, s. 145-154, 2017
Folk pedagogy and the geek gene: Geekiness quotient
Ingår i Proc. 48th SIGCSE Technical Symposium on Computer Science Education, s. 405-410, 2017
On the bimodality in an introductory programming course: An analysis of student performance factors
Ingår i Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, s. 79-86, 2015
Learning to program: A discussion on the interplay of theory and practice
Ingår i Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education, s. 16-18, 2015
Learning practice and theory in programming education: Students’ lived experience
Ingår i Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, s. 180-186, 2015
- DOI för Learning practice and theory in programming education: Students’ lived experience
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Competencies for paradigm shift "survival"
Ingår i Proc. 45th ASEE/IEEE Frontiers in Education Conference, s. 1424-1429, 2015
Second year Computer Science and IT students' experience of participation in the discipline
Ingår i Proc. 15th International Conference on Computing Education Research, s. 68-76, 2015
Multidimensional analysis of creative coding MOOC forums: a methodological discussion
Ingår i Proc. 15th International Conference on Computing Education Research, s. 137-141, 2015
MOOCs and their impact on academics
Ingår i Proc. 14th International Conference on Computing Education Research, s. 137-145, 2014
Graduating students' designs — through a phenomenographic lens
Ingår i Proc. 10th International Computing Education Research Conference, s. 91-98, 2014
A broader threshold: Including skills as well as concepts in computing education
Ingår i Threshold Concepts, s. 154-158, 2014
Teaching and learning with MOOCs: Computing academics' perspectives and engagement
Ingår i Proc. 19th Conference on Innovation and Technology in Computer Science Education, s. 9-14, 2014
First year Computer Science and IT students' experience of participation in the discipline
Ingår i Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, s. 1-8, 2014
- DOI för First year Computer Science and IT students' experience of participation in the discipline
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Can first-year students program yet?: a study revisited
Ingår i Proc. 9th International Computing Education Research Conference, s. 91-98, 2013
Analysing the enacted object of learning in lab assignments in programming education
Ingår i Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, s. 208-211, 2013
- DOI för Analysing the enacted object of learning in lab assignments in programming education
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Computer Science at School / CS Teacher Education: Koli working-group report on CS at school
Ingår i Proc. 12th International Conference on Computing Education Research, s. 29-38, 2012
Threshold concepts and threshold skills in computing
Ingår i Proc. 8th International Computing Education Research Conference, s. 23-30, 2012
Self-Directed Learning: stories from industry
Ingår i Proc. 12th International Conference on Computing Education Research, s. 111-117, 2012
Students' perceptions of the differences between formal and informal learning
Ingår i Proc. 7th International Computing Education Research Workshop, s. 61-68, 2011
Ingår i Proc. 16th Conference on Innovation and Technology in Computer Science Education, s. 33-37, 2011
Harnessing Surprise: Tales from students' transformational biographies
Ingår i Proc. 41st ACM Technical Symposium on Computer Science Education, s. 300-304, 2010
Computing students learning computing informally
Ingår i Proc. 10th International Conference on Computing Education Research, s. 43-48, 2010
Concrete examples of abstraction as manifested in students' transformative experiences
Ingår i Proc. 4th International Computing Education Research Workshop, s. 125-135, 2008
Disseminating phenomenography: Workshops for the computing education research community
Ingår i Proc. EARLI SIG 9 Workshop on Phenomenography and Variation Theory, s. 17-18, 2008
What’s the problem?: Teachers’ experience of student learning successes and failures
Ingår i Proc. 7th Baltic Sea Conference on Computing Education Research, s. 207-211, 2007
From Limen to Lumen: Computing students in liminal spaces
Ingår i Proc. 3rd International Computing Education Research Workshop, s. 123-132, 2007
Ingår i Proc. 5th Finnish/Baltic Sea Conference on Computer Science Education, s. 65-72, 2005
What Does It Take to Learn 'Programming Thinking'?
Ingår i Proc. 1st International Computing Education Research Workshop, s. 135-142, 2005
Comparing student software designs using semantic categorization
Ingår i Proc. 5th Finnish/Baltic Sea Conference on Computer Science Education, s. 57-64, 2005
A multi-national, multi-institutional study of student-generated software designs
Ingår i Proc. 4th Finnish/Baltic Sea Conference on Computer Science Education, s. 20-27, 2004